Abstract
Although the theoretical framework of cognitive load theory has acknowledged a role for the learning environment, the specific characteristics of the physical learning environment that could affect cognitive load have never been considered, neither theoretically nor empirically. In this article, we argue that the physical learning environment, and more specifically its effects on cognitive load, can be regarded as a determinant of the effectiveness of instruction. We present an updated version of the cognitive load model of Paas and Van MerriA
Original language | English |
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Pages (from-to) | 225-244 |
Journal | Educational Psychology Review |
Volume | 26 |
Issue number | 2 |
DOIs | |
Publication status | Published - Jun 2014 |
Keywords
- Cognitive load theory
- Physical learning environment
- Instructional design